Cheeky Chops Childminding Services Ltd

Inclusion: Expected standard

Leaders place an emphasis on training for staff to ensure that they have a clear understanding of their responsibilities in supporting children with special educational needs and/or disabilities and children from disadvantaged backgrounds. Staff identify children's needs early, regardless of their backgrounds, abilities or needs, in order to remove barriers they may encounter later in life. This approach helps these children to feel a sense of belonging so that they can fully participate in activities that are available to them. Staff tailor individual support to each child's needs. This includes regular consultations with parents and carers, professionals and external agencies to fully shape children's support, opportunities and experiences.

Staff demonstrate an understanding of their responsibilities in providing age-appropriate and adaptable experiences to accommodate the needs of individual children. They adapt their teaching styles to support children's access to the curriculum and create opportunities for children to feel part of the daily routines. There are systems are in place for engaging with families and professionals to gauge what is best for children. Leaders use funding to make individual decisions about appropriate resources and access training to further support disadvantaged children. For example, they have provided a workstation and additional resources, such as visual aids, flash cards and sensory balls and objects, to enhance children's speech and language development. However, staff do miss opportunities to consistently engage verbally with children.

Curriculum and teaching: Expected standard

Leaders have constructed an ambitious curriculum, and understand the importance of the quality of the curriculum and teaching to foster learning and bring about improvements. The curriculum provides a broad range of opportunities to meet children's emerging needs. There is a balance between planned experiences and child-initiated play activities to foster children's independence and resilience. Staff use their knowledge of individual children to plan engaging opportunities, such as an outdoor obstacle course to develop their physical skills and imaginative play. However, staff do not always engage in back-and-forth interaction with children to support their language development.

Staff provide tailored support for younger children's physical, personal, social and emotional development. The environment is calming and purposeful, with a variety of areas to create space for each child's needs. Key persons monitor children's progress using observations and assessments in order to help them know what support needs to be in place to aid children's progress. Staff show an interest in joining in with children's play. They prioritise children's emotional wellbeing and give support where needed.

Staff encourage outdoor play, and children show an interest in the garden. They are eager to get their coats and hats on. Children receive support to develop their growing skills, such as their coordination and core strength, and ride scooters and bicycles to develop their gross motor skills. Children enjoy outdoor play as they share and take turns using a variety of wheeled toys. They climb and balance confidently, developing their physical skills and understanding of how to stay safe outdoors. Young babies learn to stand and balance as they take steps forward, building their confidence and developing their walking skills.

Achievement: Expected standard

Children show a sense of belonging and respond well to staff. They engage in variety of learning opportunities. Children who have just transitioned into another room settle well. All children, regardless of their background, receive opportunities to immerse themselves in play and show engagement. For example, children use appropriate tools in their individual rooms after transition. Younger children explore key concepts in mathematics as they select 'one', 'two' or 'three' colouring pencils to use for their Lunar New Year activity. They demonstrate a sense of ownership. Typically, children sing counting songs and count in sequence during their play. Children who have a speech and language delay generally make progress in their speech development. However, staff do not always make the most of their interactions with children in order to consistently develop their language skills. Children form secure attachments and demonstrate a sense of achievement.

Behaviour, attitudes and establishing routines: Expected standard

There are positive relationships between children and staff. Leaders create a positive environment to support children, and use effective strategies to promote the behaviours they desire. Staff use picture cues and photos to help children to understand routines, such as snack time and tidy-up time. They sing specific songs to provide children with ample time to get ready for the garden.

Children show increasing confidence in their environment by asking questions and attempting new experiences. Staff provide opportunities for the oldest children to hop, jump and find things in the garden to develop their physical skills. However, staff do not always respond swiftly to children's questions, and therefore some opportunities to develop language are missed.

Leaders have acted as positive role models for staff to develop their knowledge in creating an environment where they foster positive behaviour and social cooperation. They promote age-appropriate and simple strategies to support children's behaviour and stages of development within the setting. Older children demonstrate an understanding of the rules, which staff encourage with patience, calmness and support. Children show awareness of the importance of social play, taking turns, sharing and offering support to less confident children. There is a calm and supportive approach to children in the setting. Leaders monitor children's attendance to ensure there is consistency within the setting and support all children, regardless of their needs or background.

Children's welfare and wellbeing: Expected standard

Leaders have systems in place to support all children's needs. They have prioritised supporting children with special educational needs and disabilities, as well as children from disadvantaged backgrounds or who face barriers to their learning and wellbeing. There are settling-in systems in place, where children start off in the home setting in a smaller group before transitioning to the hall with the bigger groups. The environment is welcoming, nurturing, calm, respectful and supportive. Children thrive and have a sense of belonging and emotional security. The setting has a strong key-person system. Children feel safe with staff, who they build effective bonds with.

Children are able to follow well-established routines, with support from caring staff. Younger children show independence and make choices. They confidently select cooking equipment to foster their play and imaginations. For example, children access the house corner, pick up a spoon and stir the pot. Care practices are in place to support children's daily care routines. Healthy meals are prioritised, and children's dietary requirements are monitored by all staff. Older children receive support to make healthy choices with a range of fruits at snack time. Staff encourage oral hygiene; for example, they support children and parents with toothbrushing at home. The setting is part of the oral hygiene initiative, and toothbrushing packets are sent home with children.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and have taken action to improve. However, the weaknesses in supporting children's communication and language development have not yet been fully addressed. Leaders have placed a priority on staff training to build their understanding and knowledge, so that appropriate support can be tailored to individual children in order to help them progress. This includes children from all backgrounds and those who face barriers in their learning and wellbeing. Leaders are placing emphasis on staff's continual professional development to maintain high standards in the setting. Staff acknowledge the support they receive from leaders and recognise how well they are valued by leaders.

Leaders work with professionals and early years consultants to aid professional development through partnership work, as well with the local authority. Training is identified for staff and support is offered through supervision, appraisals and one-to-one sessions. Leaders monitor teaching to ensure that the quality is in line with the children's ages and stages of development. Leaders work in partnership with parents and carers to support children's needs. They update parents through newsletters, offering tips and advice on toothbrushing and healthy eating and early support for speech and language.